Arts 7 10 cg

Republic of the Philippines
Department of Education
DepEd Complex, Meralco Avenue,
Pasig City
K to 12 Curriculum Guide
ARTS
(Grade 7 to Grade 10)
January 2013

CONCEPTUAL FRAMEWORK
Both the Music and the Arts curricula focus on the learner as recipient of the knowledge, skills, and values necessary for artistic
expression and cultural literacy. The design of the curricula is student-centered, based on spiral progression of processes, concepts and skills
and grounded in performance-based learning. Thus, the learner is empowered, through active involvement and participation, to effectively correlate
music and art to the development of his/her own cultural identity and the expansion of his/her vision of the world.
As Music and Arts are performance-based disciplines, effective learning occurs through active experience, participation, and performance,
creative expression, aesthetic valuation, critical response, and interpretation. The skills that are developed include reading/analyzing,
listening/observing, performing, (singing, using musical instruments, movement, acting, and playing, using different art materials, techniques and
processes, responding, composing, and creating. (See Figure 1 and Figure 2)
The philosophical foundations upon which standards and competencies are based include: A Process of Education by Jerome Bruner,
Performance-Based Learning by Cleve Miller, Aesthetic Education by Bennett Reimer, Multiple Intelligences by Howard Gardner, A Structure
for Music Education by Ronald Thomas, Gongs and Bamboo by Jose Maceda, Compendium on the Humanities: Musical Arts produced by the
National Research Council of the Philippines, Cultural Dictionary for Filipinos by Thelma Kintanar and Associates, Creative and Mental Growth by
Viktor Lowenfeld and W. Lambert Brittain, Discipline-Based Art Education by Elliot Eisner, Encyclopedia of Philippine Arts and Tuklas Sining, both
produced by the Cultural Center of the Philippines.
K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS 2

PHILOSOPHY AND RATIONALE FOR MUSIC EDUCATION
Music is both an aural and a temporal art. All its elements, when interwoven in the highest artistic order, are likened into a ― tapestry
moving in time. The global weavings of this ― tapestry in historical and cultural contexts are diverse—having spurred a continued metamorphosis
to include a full range of purposes, functions, and identities, from the utilitarian to aesthetic.
However, the basic nature of music does not change. In his book A Structure for Music Education, Ronald Thomas articulates that the
nature of music is expressive, ongoing, and creative. Through a language and medium of its own, music conveys ideas and feelings in a way that
addresses the human spirit, and has great value in its communicative process. Music, being responsive in interpreting contemporary times, is a
continuing art. Aaron Copland describes this characteristic as a ―continuous state of becoming. Like the other arts, music is a creative avenue
for man’s individual quest for self- expression and
fulfillment.
On these basic characteristics are founded the rationale of music study. A keen sensitivity to environmental and musical sounds
needs to be developed. The student must learn to ―hear, ―speak, and ―think in the medium of music. Simultaneously, growth and development in
the skills that enable the application of the learner’s knowledge should be encouraged, through active involvement in the various musical processes.
Drawing from the development of music pedagogy through the years, the K-10 Music Curriculum embodies the best practices
advocated by the SPIRAL, MULTI-CULTURAL, and INTEGRATIVE approaches in music education, as well as current philosophical thought
about contemporary general education. We envision that Music in the K-10 Program will effectively nurture and refine the learner’s artistic
expression and cultural literacy, and celebrate his/her national heritage, while it instills, within every individual Filipino learner, pride in his/her own
cultural identity.

PHILOSOPHY AND RATIONALE FOR ARTS
The Arts has been present since the beginning of civilization as it is an essential means for man to live and communicate with others. It has
been used to enhance man’s life and surroundings, to express his thoughts, dreams, and spiritual beliefs, and to share his own and his
community’s aspirations, celebrations, and events. Arts records, reflects, and rearranges man’s life and existence.
The Arts is a visualization of a people’s history and uniqueness, a reflection of their creativity and accomplishments, and a visible expression
of their distinct
way of thinking, communicating, reasoning, and worshiping. It is expressed in a unique symbol system that is visual, kinetic and tactile. Howard
Gardner,
an educator and psychologist, affirms that the arts develop the child’s “SPATIAL, INTRAPERSONAL, LINGUISTIC AND KINESTHETIC
INTELLIGENCES” for the Arts develop a distinct way of seeing, thinking, communicating, and creating in a person. Furthermore, Art develops
and increases a person’s ability to apply creative and new solutions, for new problems in our world. Schools, therefore, need to develop the
multiple intelligences of a student through the arts. The K-12 Arts Curriculum seeks to address these needs of our students for the 21st Century.
The 21st Century is a different world: it is highly visual, with a proliferation of images seen not only in static media like magazines, books,
paintings and posters. Now images are kinetic and accessible in various media like television, outdoor advertisements, movies, cell phones, and
new technologies like iPads, iPods, DVD players, personal computers, and tablets. Artists create, upload and share via the Internet, images,
sounds, texts, films, videos, pictures, artworks and designs. These are readily available and interactive, involving the viewer to react, comment and
utilize these visuals through the Internet. Teaching Art to students is one way for them to process and interpret the barrage of images and sounds, in a
critical and intelligent manner.
The focus of the K-12 Art curriculum is PHILIPPINE ART, CULTURE and HERITAGE, appreciating the diversity of our local artists, our arts,
crafts, and indigenous materials to strengthen the student’s identity of being Filipino, before he/she is introduced to the art of other countries. The
modules guide educators and provide our students with art experiences, concepts, and processes that are presented in a SPIRAL PROGRESSION
of difficulty and depth from Kindergarten to Grade 12.
The approach is CHILD-CENTERED and HANDS-ON in creating art using locally available materials. It develops the student’s imagination
and individual expression, and his/her CRITICAL THINKING SKILLS through inquiry into the aesthetic qualities of his work, the work of others
and of artists from the Philippines and other parts of the world. It culminates in connecting art to other subject areas and provides exposure and
apprenticeship to professionals in various art-related fields so the student can discover and consider the different career opportunities in the arts.

Figure 1. The Curriculum Framework of Music and Art
Education

Grade 12 Grade 12 Mastery of Proficiency in the chosen ffoorrmm oorr ggeennrree
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GGrraaddee 1100 AApppplliiccaattiioonn ooff CCoonntteemmppoorraarryy MMuussiicc aanndd AArrttss
GGrraaddee 99 AApppplliiccaattiioonn –– WWeesstteerrnn MMuussiicc aanndd AArrttss
GGrraaddee 88 AApppplliiccaattiioonn –– AAssiiaann MMuussiicc aanndd AArrttss
GGrraaddee 77 AApppplliiccaattiioonn –– PPhhiilliippppiinnee FFoollkk MMuussiicc aanndd AArrttss
Grade 6 Application for Appropriate Mastery and Acquisition
of Skills
GGrraaddee 55 EExxpplloorraattiioonn –– EElleemmeennttss // PPrroocceesssseess
GGrraaddee 44 FFoorrmmaall IInnttrroodduuccttiioonn ttoo EElleemmeennttss // PPrroocceesssseess
Grade 3 Preliminary Acquisition of Basic Knowledge and
Skills
GGrraaddee 22 EEnnhhaanncceedd UUnnddeerrssttaannddiinngg ooff FFuunnddaammeennttaall PPrroocceesssseess
GGrraaddee 11 IInnttrroodduuccttiioonn ttoo tthhee FFuunnddaammeennttaall PPrroocceesssseess
Kindergarten Exposure to the Different Music & Art Processes
(Experiential Learning)
Figure 2. Content of Music and Art per Grade Level
Grade 6 Grade 3 Kindergarten K to 12 Curriculum Guide version as of January 2013 MUSIC AND ARTS 6

Table 1. Basic Reference for Music and Art Content
Music Elements Arts Elements and Principles Music Processes Art Processes
 Rhythm  Color  Listening  Seeing/Observing
 Melody  Line  Reading  Reading
 Form  Shape/Form  Imitating (re-creating)  Imitating (re-creating)
 Timbre  Texture  Responding  Responding
 Dynamics  Rhythm  Creating  Creating (original works)
 Tempo  Balance  Performing (including movement)  Performing (different art
processes)
 Texture  Repetition * Contrast  Evaluating  Evaluating
 Harmony *  Emphasis  Analyzing critically  Analyzing critically
*No formal instruction in harmony
from K to 3
 Proportion
 Applying (transference)  Applying (transference)
 Harmony/Unity

LEARNING AREA STANDARD: The learner demonstrates an understanding of basic concepts and processes in music and art through
appreciation, analysis and performance for his/her self-development, celebration of his/her Filipino cultural identity
and diversity, and expansion of his/her world vision.
KEY STAGE STANDARDS:
K - 3 4 - 6 7 – 10
The learner demonstrates
understanding of fundamental
processes through
performing, creating, and
responding,
aimed towards the development of
appreciation of music and art, and
acquisition of basic knowledge and
skills.
understanding of basic elements and
concepts through
performing, creating, and
responding, aimed towards the
development of appreciation of
music and art, and acquisition of
basic knowledge and skills.
understanding of salient features of
music and art of the Philippines and
the world, through appreciation,
analysis, and performance, for self-development,
the celebration of
Filipino cultural identity and diversity,
and the
expansion of one’s world vision.

GRADE LEVEL STANDARDS:
Grade Level Grade Level Standards
Grade 1 The learner demonstrates basic understanding of the fundamental processes in music and art, through performing, creating, listening and
observing, and responding.
Grade 2 The learner demonstrates basic and fundamental processes in music and art, through performing, creating, listening and observing, and
responding.
Grade 3 The learner has acquired the basic and fundamental processes through performing, creating, listening and observing, and responding, towards
the development of appreciation of music and art, and the acquisition of basic knowledge and skills.
Grade 4 Through the formal introduction of elements, the learner can identify the basic knowledge and skills in music and art, towards self-development,
the celebration of Filipino cultural identity and diversity, and the expansion of one’s world vision.
Grade 5 Through exploration, the learner demonstrates a deeper understanding of basic knowledge and skills in music and art, towards self-development,
the celebration of Filipino cultural identity and diversity, and expansion of one’s world vision.
Grade 6 Through application, the learner demonstrates understanding of the basic concepts of and processes in music and art, towards self-development,
the celebration of Filipino cultural identity and diversity, and the expansion of one’s world vision.
Grade 7 The learner demonstrates basic understanding of the fundamental processes in music and the arts through performing, creating, listening and
observing, and responding towards appreciation of the cultural richness of the different provinces in the Philippines.
Grade 8 The learner demonstrates understanding of salient features of Asian music and the arts, through appreciation, analysis, and performance for
self-development, the celebration of Filipino cultural identity and diversity, and the expansion of one’s world vision.
Grade 9 The learner demonstrates understanding of salient features of Western music and the arts from different historical periods, through
appreciation, analysis, and performance for self-development, the celebration of Filipino cultural identity and diversity, and the expansion of
one’s world vision.
Grade 10 The learner demonstrates understanding of salient features of contemporary music and the arts, through appreciation, analysis, and
performance, for self-development, the celebration of Filipino cultural identity and diversity, and the expansion of one’s world vision.

ARTS
(Grade 7 to Grade 10)
CONTENT OF ART
THEMES OR TOPICS FOR THE DIFFERENT GRADE LEVELS: (relating to, and enriching the topics in the other subjects of the student)
Kindergarten and Grade 1: Myself, my Family and School
Grade 2: My Neighborhood, My Community
Grade 3: My Province, My Region

Grade 4: Cultural Communities in the Philippines
Grade 5: History of the Philippines
Grade 6: The Philippines in the Present Times
Grade 7: The Three Island Groups in the Philippines: Luzon, Visayas and Mindanao
Grade 8: Our Asian Neighbors
Grade 9: Western Classical Art Tradition
Grade 10: Modern and 21st Century Arts: Its Sources and Influences
Grade 11: Arts Related Careers
Grade 12: Arts Related Careers
DOMAINS OR DISCIPLINE AREAS IN TEACHING ART:
There are four main domains or disciplines in teaching art to insure that Art is CHILD-CENTERED, that it develops the student’s HIGHER ORDER THINKING
SKILLS, and that it strengthens his IDENTITY as a FILIPINO. All these disciplines are taught from K to 12. In a SPIRAL PROGRESSION APPROACH,
beginning with very simple concepts, activities and values which gradually become more complicated and multi-faceted through each grade level.
A. Creative Expression or Art Production: ………………………………… through Drawing, Painting, Printmaking, Sculpture, Crafts, and New Media
B. Artistic Perception or Art Appreciation: ………………………………… of the Elements of Art (line, color, shape and texture)
of the Principles of Art (repetition, contrast, rhythm, balance, emphasis,
harmony, proportion and unity)
C. Historical, Cultural Context or Art History: …………………………… of the Philippines; Southeast Asia and Asia; Europe; the Americas, Middle
East, and Africa
D. Artistic and Critical Analysis or Art Criticism: …………………………… of one’s work and peers, Philippine artists, and art masterpieces from the
world
ARTS - GRADE 7
The Three Island Groups in the Philippines Luzon, Visayas, and Mindanao
Content Content Standards Performance Standards Learning Competencies CODE
Art Gr.7 - UNIT 1
Arts and Crafts of Luzon
(Highlands and
The Learner… The Learner... The Learner... A7EL-Ib-1

Lowlands)
- Attire, Fabrics and
Tapestries
- Crafts and Accessories,
and Body
Ornamentation
- Architectures
- Sculptures (gods/rituals)
- Everyday objects
Elements of Art
Line
Shape and Form
Value
Color
Texture
Space
· demonstrates
understanding of art
elements and
processes by
synthesizing and
applying prior
knowledge and skills
· demonstrates
understanding of the
salient features of the
arts of Luzon
(highlands and
lowlands) by showing
the relationship of the
elements of art and
processes among
culturally diverse
communities in the
country
· demonstrates
understanding that the
Philippines has a rich
artistic and cultural
tradition from pre-colonial
to present
times
create artworks
showing the
characteristic
elements of the arts
of Luzon (highlands
and lowlands)
exhibits completed
artworks for
appreciation and
critiquing
· analyzes elements and principles
of art in the production one’s arts
and crafts inspired by the arts of
Luzon (highlands and lowlands)
· identifies characteristics of arts
and crafts in specific areas in
Luzon (e.g. paper mache (taka)
from Paete, Ifugao wood
sculptures (bul’ul), Cordillera
jewelry and pottery, tattoo, Ilocos
weaving and pottery (burnay),
etc.)
A7EL-Ia-2
Principles of Art
Rhythm
Balance
Emphasis
Harmony
Variety
Movement
Proportion
Unity
· reflects on and derives the mood,
idea, or message emanating from
selected artifacts and art objects
A7PL-Ih-1
· appreciates the effectiveness of
artifacts and art objects in terms
of its utilization and its distinct
use of art elements and principles
A7PL-Ih-2
· incorporates the design, form,
and spirit of the highland/lowland
artifact and object to one’s
creation
A7PL-Ih-3
· traces the external (foreign) and
internal (indigenous) influences
that are reflected in the design of
an artwork and in the making of a
craft or artifact
A7PL-Ih-4
Art Gr.7 - UNIT 1
Process
Drawing and Painting
· creates crafts that can be locally
assembled with local materials,
A7PR-Ic-1
A7PR-Id-1

Sculpture and
Assemblage
Mounting an exhibit:
- Concept
- Content / labels
- Physical layout
guided by local traditional
techniques
A7PR-Ie-1
· derives from traditions/history of
a community for one’s artwork
A7PR-If-2
· shows the relationship of the
development of crafts in specific
areas of the country, according
to functionality, traditional
specialized expertise, and
availability of resources (e.g.
pottery, weaving, jewelry,
baskets)
A7PR-If-3
· shows the relationship of Luzon
(highland and lowlands) arts and
crafts to Philippine culture,
traditions, and history (Islamic
influences, Spanish heritage,
American legacies in education,
business, modernization, and
entertainment indigenous
practices, fiestas, religious and
social practices)
A7PR-Ih-4
· mounts an exhibit using
completed Luzon (highlands and
lowlands) inspired arts and
crafts in an organized manner
A7PR-Ig-5
Art Gr.7 - UNIT 2

Arts and Crafts of
MIMAROPA (Mindoro,
Marinduque, Romblon,
and Palawan) and the
Visayas
Tapestries
and Body
Ornamentation
- Architectures
- Everyday objects
Elements of Art
Line
Shape and Form
Value
Color
Texture
Space
The Learner…
· demonstrates
elements and
processes by
synthesizing and
applying prior
· demonstrates
arts of MIMAROPA and
the Visayan Islands by
showing the
relationship of the
elements of art and
processes among
culturally diverse
communities in the
country
· demonstrates
to present
times
The Learner...
creates an artwork
showing the
characteristic elements
of the arts of
MIMAROPA and the
Visayas
The Learner...
· analyzes elements
and principles of art in the
production one’s arts and crafts
inspired by the arts of
MIMAROPA and the Visayas
A7EL-IIb-1
· identifies
characteristics of arts and crafts
in specific areas in MIMAROPA
and the Visayas, Marinduque
(Moriones’ masks), Palawan
(Manunggul Jar), Mindoro
(Hanunuo-Mangyan writing,
basketry, and weaving), Bohol
(churches), Cebu (furnitures),
Iloilo (culinary arts, old houses),
Samar (Basey mats), etc.
A7EL-IIa-2
Principles of Art
Rhythm
Balance
Emphasis
Harmony
Variety
Movement
Proportion
Unity
· reflects on and derives the
mood, idea or message
emanating from selected
artifacts and art objects
A7PL-IIh-1
use of art elements and
principles
A7PL-IIh-2
o incorporates the design, form
and spirit of artifacts and art
objects from MIMAROPA and
the Visayas
A7PL-IIh-3
o traces the external (foreign) and
an artwork or in the making of a
craft or artifact
A7PL-IIh-4

Art Gr.7 - UNIT 2
Process
Sculpture and
Assemblage
- Concept
- Content / labels
- Physical layout
· creates crafts that can be
locally assembled with local
materials, guided by local
traditional techniques
A7PR-IIc-1
A7PR-IId-1
A7PR-IIe-1
· derives from traditions/history
of a community for one’s
artwork
A7PR-IIf-2
· correlates the development of
crafts in specific areas of the
country, according to
functionality, traditional
availability of resources (e.g.
architecture, weaving,
pottery, accessories, masks,
and culinary arts)
A7PR-IIf-3
· shows the relationship of
MIMAROPA and Visayas arts
and crafts to Philippine
culture, traditions, and history
(Islamic influences, Spanish
heritage, American legacies
in education, business,
modernization, and
entertainment indigenous
practices, fiestas, religious
and social practices)
A7PR-IIh-4
completed MIMAROPA –
Visayan-inspired arts and
crafts in an organized
manner
A7PR-IIg-5

Art Gr.7 - UNIT 3
Arts and Crafts of
Mindanao
Tapestries
and Body
Ornamentation
- Architectures
- Everyday objects
Elements of Art
Line
Shape and Form
Value
Color
Texture
Space
The Learner…
· demonstrates
elements and
processes by
synthesizing and
applying prior
· demonstrates
arts of Mindanao by
showing the
relationship of the
elements of art and
processes among
culturally diverse
communities in the
country
· demonstrates
to present
times
The Learner...
create artworks
showing the
characteristic
of Mindanao
exhibits completed
artworks for
appreciation and
critiquing
The Learner...
· analyzes elements and
principles of art in the production
one’s arts and crafts inspired by
the arts of Mindanao
A7EL-IIIb-1
and crafts in specific areas in
Mindanao (e.g. maritime vessel
– balanghay from Butuan, vinta
from Zamboanga; Maranao’s
malong, brasswares, okir;
panolong, torogan, and
sarimanok; Yakan’s fabric and
face make-up and body
ornamentation; T’boli’s tinalak
and accessories, Tawi-tawi’s
Pangalay dance, etc.
A7EL-IIIa-2
Principles of Art
Rhythm
Balance
Emphasis
Harmony
Variety
Movement
Proportion
Unity
mood, idea, or message
A7PL-IIIh-1
use of art elements and
principles
A7PL-IIIh-2
· incorporates the design, form
and spirit of artifacts and
objects from Mindanao to one’s
creation
A7PL-IIIh-3
that are reflected in the design
of an artwork and in the making
A7PL-IIIh-4

of a craft or artifact

Art Gr.7 - UNIT 3
Process
Sculpture and
Assemblage
- Concept
- Content / labels
- Physical layout
A7PR-IIIc-1
A7PR-IIId-1
A7PR-IIIe-1
· derives from
traditions/history of a
community for one’s artwork
A7PR-IIIf-2
development of crafts in
specific areas of the country,
according to functionality,
traditional specialized
expertise, and availability of
resources (e.g. pottery,
weaving, jewelry, baskets)
A7PR-IIIf-3
· shows the relationship of
Mindanao’s arts and crafts to
Philippine culture, traditions,
and history particularly with
Islamic influences and
indigenous practices
(Lumad)
A7PR-IIIh-4
· mounts exhibit using
completed Mindanao inspired
arts and crafts in an organized
manner
A7PR-IIIg-5

Art Gr.7 - UNIT 4
Festivals and Theatrical Forms
Religious:
Lucban, Quezon – Pahiyas
Obando, Bulacan – Fertility Dance
Marinduque- Moriones
Aklan – Ati-atihan
Cebu – Sinulog
Iloilo – Dinagyang
Santacruzan
Non-Religious / Regional Festivals
Baguio- Panagbenga
Bacolod – Maskara
Bukidnon – Kaamulan
Davao – Kadayawan
Representative Philippine Theatrical
Forms
Shadow Puppet Play
Dance Drama
Moro-moro
Sarswela
Senakulo
Elements of Art as Applied to Philippine
Theater and Festivals:
Sound and Music
Gesture, Movement and Dance
Costume, Mask, Make-up and
Accessories
Spectacle
The Learner…
· demonstrates
understanding of how
theatrical elements (sound,
music, gesture, movement
and costume) affect the
creation and communication
of meaning in Philippine
Festivals and Theatrical
Forms as influenced by
history and culture
· demonstrates
understanding of theater
and performance as a
synthesis of arts and a
significant expression of the
celebration of life in various
Philippine communities
The Learner...
creates appropriate festival
attire with accessories
based on authentic festival
costumes
creates/improvises
appropriate sound, music,
gesture, movements and
costume for a chosen
theatrical composition
takes part in a chosen
festival or in a performance
in a theatrical play
The Learner...
· identifies the festivals and
theatrical forms celebrated all over
the country throughout the year
A7EL-IVa-1
· researches on the history of the
festival and theatrical composition
and its evolution and describes
how the townspeople participate
and contribute to its festivity and
gaiety
A7EL-IVb-2
· identifies the elements & principles
of arts as seen in Philippine
Festivals
A7EL-IVc-3
Principles of Arts
Rhythm
Balance
Emphasis
Harmony
Variety
Movement
Proportion
Unity
· defines what makes each of the
Philippine festivals unique through
a visual presentation
A7PL-IVh-1

Art Gr.7 - UNIT 4
Process
Designing for stage,
costume, props for a
theatrical play or festival
Choreographing
movement patterns and
figures
Recreating a Philippine
festival or staging a
theatrical form
· designs the visual
elements and
components of the
selected festival or
theatrical form
A7PR-IVd-1
· analyzes the uniqueness
of each group’s
performance of their
selected festival or
theatrical form
A7PR-IVh-2
· choreographs the
movements and gestures
reflecting the mood of the
selected Philippine
festival/theatrical form
A7PR-IVe-3
A7PR-IVf-3
· Improvises
accompanying sound
and rhythm of the
Philippine
A7PR-IVe-4
A7PR-IVf-4
· Performs in a group
showcase of the selected
Philippine
A7PR-IVg-5

ARTS - GRADE 8
Our Asian Neighbors
Art Gr.8 - UNIT 1
Arts of Southeast Asia
Indonesia, Malaysia,
Thailand, Cambodia,
Myanmar, Vietnam, Laos
PDR, Brunei and Singapore
Tapestries
and Body Ornamentation
- Architectures
- Everyday objects
Elements of Art
Line
Shape and Form
Value
Color
Texture
Space
The Learner…
· demonstrates understanding
of art elements and processes
by synthesizing and applying
prior knowledge and skills
of the salient features of the
arts of Southeast Asia by
showing the relationship of the
elements of art and processes
among culturally diverse
communities in the region
that the Southeast Asian
countries have a rich artistic
and cultural tradition from pre-historic
to present times
The Learner...
creates artworks
showing the
characteristic elements
of the arts of Southeast
Asia
exhibits completed
artworks for
appreciation and
critiquing
The Learner...
· analyzes elements and principles of art
in the production of arts and crafts
inspired by the cultures of Southeast
Asia
A8EL-Ib-1
· identifies characteristics of arts and
crafts in specific countries in Southeast
Asia – Indonesia (batik, Wayang
puppetry); Malaysia (modern batik,
wau, and objects made from pewter);
Thailand (silk fabrics and Loi Kratong
Lantern Festival); Cambodia (Angkor
Wat and ancient temples); Singapore
(Mer Lion), etc.
A8EL-Ia-2
Principles of Art
Rhythm
Balance
Emphasis
Harmony
Variety
Movement
Proportion
Unity
· reflects on and derives the mood, idea
or message emanating from selected
A8PL-Ih-1
artifacts and art objects in terms of its
utilization and its distinct use of art
elements and principles
A8PL-Ih-2
· incorporates the design, form and
spirit of Southeast Asian artifacts and
objects to one’s creation
A8PL-Ih-3
internal (indigenous) influences that
are reflected in the design of an
artwork and in the making of a craft or
artifact
A8PL-Ih-4

Art Gr.8 - UNIT 1
Process
Sculpture and
Assemblage
Batik processes
- Concept
- Content / labels
- Physical layout
A8PR-Ic-1
A8PR-Id-1
A8PR-Ie-1
artwork
A8PR-If-2
specific countries in Southeast
Asia, according to functionality,
traditional specialized expertise
and availability of resources
(e.g. pottery, weaving, jewelry,
baskets)
A8PR-If-3
· shows the commonalities and
differences of the culture of the
Southeast Asian countries in
relation to Philippine culture
A8PR-Ih-4
completed Southeast Asian-inspired
arts and crafts in an
organized manner
A8PR-Ig-5

Art Gr.8 - UNIT 2
Arts of East Asia
China, Japan, and Korea
Tapestries
and Body
Ornamentation
- Architectures
- Sculptures
(gods/rituals)
- Everyday objects
Elements of Art
Line
Shape and Form
Value
Color
Texture
Space
The Learner…
· demonstrates
elements and processes
by synthesizing and
applying prior knowledge
and skills
· demonstrates
salient features of the arts
of East Asia by showing
the relationship of the
elements of art and
processes among
culturally diverse
communities in the region
· demonstrates
East Asian countries have
a rich artistic and cultural
tradition from pre-historic
to present times
The Learner...
creates artworks
showing the
characteristic
of East Asia
exhibits completed
artworks for
appreciation and
critiquing
The Learner...
· analyzes elements and principles
of art in the production of arts and
crafts inspired by the cultures of
East Asia
A8EL-IIb-1
and crafts in specific countries in
East Asia – China (Chinese
painting, calligraphy), Japan
(origami, woodblock printing,
theater masks, face painting,
anime and manga), Korea
(theater masks, drums, K-pop)
A8EL-IIa-2
Principles of Art
Rhythm
Balance
Emphasis
Harmony
Variety
Movement
Proportion
Unity
idea or message emanating from
A8PL-IIh-1
use of art elements and principles
A8PL-IIh-2
· incorporates the design, form,
and spirit of East Asian artifacts
and objects to one’s creation
A8PL-IIh-3
an artwork and in the making of a
craft
A8PL-IIh-4

Art Gr.8 - UNIT 2
Process
Sculpture and
Assemblage
Printing
- Concept
- Content / Labels
- Physical layout
A8PR-IIc-1
A8PR-IId-1
A8PR-IIe-1
artwork
A8PR-IIf-2
specific countries in East Asia,
according to functionality,
traditional specialized
expertise, and availability of
resources (e.g. pottery,
weaving, jewelry, baskets)
A8PR-IIf-3
differences of the cultures of
the East Asian countries in
A8PR-IIh-4
completed East Asian-inspired
crafts in an organized manner
A8PR-IIg-5

Art Gr.8 - UNIT 3
Arts of South, West And
Central Asia
Examples:
South Asia– India
West Asia – Iran, Saudi
Arabia, and Turkey
Central Asia – Pakistan,
Tibet
Tapestries
and Body Ornamentation
- Architectures
- Everyday objects
Elements of Art
Line
Shape and Form
Value
Color
Texture
Space
The Learner…
· demonstrates
elements and processes by
synthesizing and applying
· demonstrates
understanding of the salient
features of the arts of South,
West, and Central Asia by
showing the relationship of
the elements of art and
processes among culturally
diverse communities in the
region
· demonstrates
South, West, and Central
Asian countries have a rich
artistic and cultural tradition
from Pre-historic to present
times
The Learner...
creates artworks
showing the
characteristic
elements of the arts of
South, West, and
Central Asia
exhibits completed
artworks for
appreciation and
critiquing
The Learner...
· analyzes elements and principles of
art in the production of arts and
crafts inspired by the cultures of
South Asia, West Asia and Central
Asia
A8EL-IIIb-1
· identifies characteristics of arts and
crafts in specific countries in South,
West, and Central Asia – India
(rangoli, katak, mednhi, diwali);
Saudi Arabia (carpet design);
Pakistan (truck art); Tibet (mandala)
etc.
A8EL-IIIa-2
Principles of Art
Rhythm
Balance
Emphasis
Harmony
Variety
Movement
Proportion
Unity
A8PL-IIIh-1
artifacts and art objects in terms of
its utilization and its distinct use of
art elements and principles
A8PL-IIIh-2
· incorporates the design, form and
spirit of South, West, and Central
Asian artifacts and objects to one’s
creation
A8PL-IIIh-3

internal (indigenous) influences that
are reflected in the design of an
artwork and in the making of a craft
A8PL-IIIh-4
Art Gr.8 - UNIT 3
Process
Sculpture and
Assemblage
Printing
- Concept
- Content / Labels
- Physical layout
· creates arts and crafts that can
be locally assembled with local
A8PR-IIIc-1
A8PR-IIId-1
A8PR-IIIe-1
· derives from traditions/history of
a community for one’s artwork
A8PR-IIIf-2
development of crafts in specific
countries in South Asia, West
Asia and Central Asia, according
to functionality, traditional
availability of resources
A8PR-IIIf-3
differences of the cultures of the
South Asian, West Asian and
Central Asian countries in
A8PR-IIIh-4
completed South-West-Central
– Asian inspired crafts in
organized manner
A8PR-IIIg-5

Art Gr.8 - UNIT 4
Festivals and Theatrical Forms of
Asia
Thailand – Lantern Festival
Japan – Kodo Taiko Drum Festival
Representative Asian Theatrical
Forms
Kabuki
Noh
Wayang Kulit
Peking Opera
Elements of Art as Applied to Asian
Theater and Festivals:
Sound & Music
Gesture, Movement and Dance
Costume, Mask, Make-up, and
Accessories
Spectacle
The Learner…
of how theatrical elements
(sound, music, gesture,
movement and costume)
affect the creation and
communication of meaning in
Asian Festivals and
Theatrical Forms as
influenced by history and
culture
of theater and performance
as a synthesis of arts and a
significant expression of the
celebration of life in various
Asian communities
The Learner...
creates appropriate festival
attire with accessories based
on authentic festival
costumes
creates/improvises
appropriate sound, music,
gesture, movements and
takes part in a chosen
festival or in a performance
in a theatrical play
The Learner...
· identifies selected festivals and
theatrical forms celebrated all over the
Asian region
A8EL-IVa-1
festival and theatrical forms and its
evolution, and describes how the
community participates and
contributes to its festivity and gaiety
A8EL-IVb-2
· identifies the elements and principles
of arts as manifested in Asian festivals
and theatrical forms
A8PL-IVc-1
Principles of Art
Rhythm
Balance
Emphasis
Harmony
Variety
Movement
Proportion
Unity
· defines what make each of the Asian
Festivals and Theatrical forms unique
through a visual presentation
A8PL-IVh-2
Process
Designing for stage, costume,
props for a theatrical play or
festival
Choreographing movement
patterns and figures
Recreating an Asian festival or
staging a theatrical form
· designs the visual elements and
components of the selected festival or
theatrical form
A8PR-IVd-1
· analyzes the uniqueness of each
group’s performance of their selected
festival or theatrical form
A8PR-IVh-2
· shows the relationship of the selected
Asian festival and the festival in the
Philippines in terms of form and
reason for holding the celebration
A8PR-IVh-3
· choreographs the movements and
gestures reflecting the mood of the
selected festival/theatrical form of Asia
A8PR-IVe-4
A8PR-IVf-4

· improvises accompanying sound and
rhythm of the selected festival/
theatrical form of Asia
A8PR-IVe-5
A8PR-IVf-5
· performs in a group showcase of the
selected festival/theatrical form
A8PR-IVg-6
ARTS - GRADE 9
Western Classical Art Traditions
Art Gr.9- UNIT 1
WESTERN CLASSICAL ART
TRADITIONS
Ancient Art
- Pre-historic Art
Classical Art
- Egyptian Art
- Greek Art
- Roman Art
Medieval Art
- Byzantine
- Romanesque
- Gothic
The Learner…
· demonstrates
elements and
processes by
synthesizing and
applying prior
· demonstrates
understanding that
the arts are integral
to the development
of organizations,
spiritual belief,
historical events,
scientific discoveries,
natural disasters/
occurrences and
other external
phenomenon
The Learner...
performs / participates
competently in a
presentation of a
creative impression
(verbal/non verbal) of a
particular artistic period
recognizes the
difference and
uniqueness of the art
styles of the different
periods (techniques,
process, elements and
principles of art)
The Learner...
· analyzes art elements and
principles in the production
of work following the style of
a western classical art
A9EL-Ib-1
· identifies distinct
characteristics of arts during
the different art periods
A9EL-Ia-2
· identifies representative
artists from various art
periods
A9EL-Ia-3

Art Gr.9- UNIT 1
Principles of Art
Rhythm
Balance
Emphasis
Harmony
Variety
Movement
Proportion
Unity
selected artworks
A9PL-Ih-1
· determines the effectiveness of
artworks by evaluating its utilization
and combination of art elements and
principles
A9PL-Ih-2
· uses artworks to derive the
traditions/history of an art period
A9PL-Ih-3
· compare the characteristics of
artworks produced in the different art
periods
A9PL-Ih-4
Process:
Painting and/ or Drawing
Sculpture and Assemblage
- Concept
- Content / Labels
- Physical layout
· creates artworks guided by
techniques and styles of Western
Classical art traditions
A9PR-Ic-1
A9PR-Id-1
A9PR-Ie-1
· describes the influence of iconic
artists belonging to Western
Classical art on the evolution of art
forms
A9PR-Ic-2
A9PR-Id-2
A9PR-Ie-2
· applies different media techniques
and processes to communicate
ideas, experiences and stories
showing the characteristics of
Western Classical art traditions
A9PR-Ic-3
A9PR-Id-3
A9PR-Ie-3
· evaluates works of art in terms of
artistic concepts and ideas using
criteria from the Western Classical
art traditions
A9PR-If-4
· shows the influences of the Western
Classical art traditions to Philippine
art form
A9PR-1f-5
· mounts an exhibit using computed
Western Classical art tradition
A9PR-Ig-6
Art Gr.9 – Unit 2
ARTS OF THE RENAISSANCE
AND BAROQUE PERIOD
The Learner…
of art elements and
The Learner...
performs / participates
competently in a
The Learner...
principles in the production of
A9EL-IIb-1

Art Gr.9- UNIT 2
Principles of Art
Rhythm
Balance
Emphasis
Harmony
Variety
Movement
Proportion
Unity
selected artworks
A9PL-IIh-1
and combination of art elements
and principles
A9PL-IIh-2
traditions/history of an art period
A9PL-IIh-3
artworks produced in the different
art periods
A9PL-IIh-4
Process:
Painting and/ or
Drawing
Sculpture and
Assemblage
- Concept
- Content / Labels
- Physical layout
techniques and styles of the
Renaissance and the Baroque
periods
A9PR-IIc-1
A9PR-IId-1
A9PR-IIe-1
artists belonging to Renaissance
and the Baroque periods
A9PR-IIc-2
A9PR-IId-2
A9PR-IIe-2
showing the characteristics of the
periods
A9PR-IIc-3
A9PR-IId-3
A9PR-IIe-3
criteria from the Renaissance and
the Baroque periods
A9PR-IIf-4
· shows the influences of the
Renaissance and Baroque periods
to the Philippine art form
A9PR-IIf-5
· mounts an exhibit using completed
periods
A9PR-IIg-6

Art Gr.9 – Unit 3
ARTS OF THE
NEOCLASSIC AND
ROMANTIC PERIOD
Neo-Classic
David
Ingres
Goya
Romantic
Goya
Delacroix
Gericault
The Learner…
· demonstrates
· demonstrates
understanding that the arts
are integral to the
development of
organizations, spiritual
belief, historical events,
natural disasters/
occurrences and other
external phenomenon
The Learner...
performs /
participates
competently in a
presentation of a
creative impression
(verbal/non verbal)
from the Neoclassic
and Romantic
periods
recognizes the
difference &
styles of the different
periods (techniques,
process, elements
and principles of art)
The Learner...
· analyzes art elements
and principles in the
production of work
following a specific art
style from the Neoclassic
and Romantic periods
A9EL-IIIb-1
characteristics of arts
during the Neoclassic
A9EL-IIIa-2
artists from the
Neoclassic and
Romantic periods
A9EL-IIIa-3

Art Gr.9- UNIT 3
Principles of Art
Rhythm
Balance
Emphasis
Harmony
Variety
Movement
Proportion
Unity
idea, or message emanating from
selected artworks
A9PL-IIIh-1
and combination of art elements
and principles
A9PL-IIIh-2
traditions/history of the Neoclassic
A9PL-IIIh-3
artworks produced in the Neoclassic
A9PL-IIIh-4
Process:
Painting and/ or
Drawing
Sculpture
- Concept
- Content / Labels
- Physical layout
Neoclassic and Romantic periods
A9PR-IIIc-1
A9PR-IIId-1
A9PR-IIIe-1
artists belonging to the Neoclassic
A9PR-IIIc-2
A9PR-IIId-2
A9PR-IIIe-2
showing the characteristics of the
A9PR-IIIc-3
A9PR-IIId-3
A9PR-IIIe-3
criteria from the Neoclassic and
Romantic periods
A9PR-IIIf-4
· shows the influences of Neoclassic
and Romantic periods to Philippine
art forms
A9PR-IIIf-4
· mounts exhibit using completed
A9PR-III-g -7

Art Gr.9 - UNIT 4
WESTERN CLASSICAL
PLAYS AND OPERA
Greek:
Oedipus Rex, Medea
Renaissance:
Shakespeare Plays
Romantic:
Carmen
Elements of Art as Applied
to Western Classical
Theater and Opera:
Sound & Music
Gesture, Movement and
Dance
Costume, Mask, Make-up,
and Accessories
Spectacle
The Learner…
· demonstrates
theatrical elements
(sound, music,
gesture, movement
and costume) affect
the creation and
communication of
meaning in Western
Classical plays and
opera as influenced by
history and culture
· demonstrates
understanding of
theater and
performance as a
synthesis of arts
The Learner...
creates appropriate
theater play/opera
costume and
accessories and
improvises
appropriate sound,
music, gesture,
movements and
takes part in a
performance of a
selected piece from
Western Classical
plays and opera
The Learner...
· identifies selected theatrical forms
from different art periods
A9EL-IVa-1
theatrical forms and its evolution A9EL-IVb-2
· identifies the elements and principles
of arts as manifested in Western
Classical plays and opera
· defines what makes selected
western classical plays and opera
unique through visual representation
A9EL-IVc-3
Principles of Art
Rhythm
Balance
Emphasis
Harmony
Variety
Movement
Proportion
Unity

Art Gr.9 - UNIT 4
Process
costume, props of a
selected theatrical
play or opera
Choreographing
movement patterns
and figures
Recreating a
Western classical
theater play and
opera
· designs the visual elements
and components of the
selected Western classical
theater play and opera
A9PR-IVd-1
· analyzes the uniqueness of
each group’s performance of
their selected Western
classical theater play and
opera
A9PR-IVh-2
· shows the influences of the
selected Western Classical
play or opera to Philippine
Theatrical performance in
terms of form and content of
story
A9PR-IVh-6
· choreographs the movements
and gestures needed in the
effective delivery of a selected
piece from Western Classical
plays and opera
A9PR-IVe-3
A9PR-IVf-3
· improvises accompanying
sound and rhythm needed in
the effective delivery of a
selected piece from Western
Classical plays and opera
A9PR-IVe-3
A9PR-IVf-3
· performs in a group showcase
of the selected piece from
Western Classical plays and
opera
A9PR-IVg-5

ARTS - GRADE 10
MODERN AND CONTEMPORARY ARTS:
ITS SOURCES AND INFLUENCES
Art Gr.10- UNIT 1
MODERN ART
Impressionism
Expressionism
Cubism
Dadaism
Surrealism
Abstract Realism
Pop Art
Op Art
Performance Art
Happenings and Mob
The Learner…
· demonstrates
· demonstrates
understanding that the arts
are integral to the
development of
organizations, spiritual
belief, historical events,
natural disasters/
occurrences and other
external phenomenon
The Learner...
performs /
participates
competently in a
presentation of a
creative impression
(verbal/non verbal)
from the various art
movements
recognizes the
difference &
styles of the various
art movements
(techniques,
process, elements
and principles of art)
The Learner...
principles in the production of
work following a specific art
style from the various art
movements
A10EL-Ib-1
characteristics of arts from the
various art movements
A10EL-Ia-2
· identifies representative artists
and Filipino counterparts
from the various art
movements
A10EL-Ia-3

Art Gr.10 - UNIT 1
Principles of Art
Rhythm
Balance
Emphasis
Harmony
Variety
Movement
Proportion
Unity
mood, idea, or message
artworks
A10PL-Ih-1
artworks by evaluating its
utilization and combination of art
A10PL-Ih-2
traditions/history of the various
art movements
A10PL-Ih-3
artworks produced in the various
art movements
A10PL-Ih-4
Process:
Painting and/ or Drawing
Sculpture and
Assemblage
- Concept
- Content / Labels
- Physical layout
various art movements
A10PR-Ic-1
A10PR-Id-1
A10PR-Ie-1
artists belonging to the various
art movements
A10PR-Ic-2
A10PR-Id-2
A10PR-Ie-2
· applies different media
techniques and processes to
communicate ideas, experiences
and stories showing the
characteristics of the various art
movements
A10PR-Ic-3
A10PR-Id-3
A10PR-Ie-3
criteria from the various art
movements
A10PR-If-4
· shows the influences of Modern
Art movements to Philippine art
forms
A10PR-I-f-5
· mounts exhibit using completed
artworks influenced by Modern
Art movements
A10PR-I-g-6

Content Content Standards Performance
Standards
Learning Competencies CODE
Art Gr.10 – Unit 2
TECHNOLOGY-BASED ART
Computer/Digital Arts
- Cellular Phones (photos and
videos)
- Computer-generated Images
- Digital Photography (DLSR
and Point-and-Shoot)
- Video Games
- Digital Painting and Imaging
Videos – TV & Film
The Learner…
· demonstrates
new technologies allow
new expressions in arts
using art elements and
processes
The Learner...
creates a tech-based
artwork
(video clips, printed
media-poster,
menu, brochures
etc.) relating to a
selected topic from
the different
learning areas
using available
technologies. e.g.
food & fashion
The Learner...
· identifies art elements in
the technology based
production arts
A10EL-IIb-1
characteristics of arts
during the 21st Century in
terms of:
1. production
2. functionality
3. range of audience
reach
A10EL-IIa-2
· identifies artworks
produced by technology
from other countries and
its adaptation by Philippine
artists
A10EL-IIa-3

Art Gr. 10 - UNIT 2
Principles of Art
Rhythm
Balance
Emphasis
Harmony
Variety
Movement
Proportion
Unity
· realizes that technology is an
effective and vibrant tool for
empowering a person to express
his ideas, goals and advocacies
that elicits immediate actions
A10PL-IIh-1
A10PL-IIh-2
traditions/history of a community
(e.g. landscapes, images of
people at work and play, portrait
studies, etc.)
A10PL-IIh-3
· compares the characteristics of
artworks during the 21st Century
A10PL-IIh-4
Process:
computer
manipulation
light setting
digital enhancements
printing
digital circulation
· creates artworks that can be
materials, guided by 21st Century
techniques
A10PR-IIc-1
A10PR-IId-1
A10PR-IIe-1
· describes the influence of
technology during 21st Century
on the evolution of various forms
of art
A10PR-IIc-2
A10PR-IId-2
A10PR-IIe-2
and stories showing the
characteristics of 21st Century
art
A10PR-IIb-3
A10PR-IIc-3
A10PR-IId-3
A10PR-IIe-3
criteria appropriate for the style
or form
A10PR-IIf-4
completed technology based
artworks
A10PR-II-g-5

Art Gr.10 – Unit 3
MEDIA-BASED ARTS AND
DESIGN IN THE PHILIPPINE
Photography
- George Tappan
- John Chua
Film
- Brillante Mendoza
- Mario Delos Reyes
- Laurice Guillen
Animation
- Animation Council of the
Philippines
- Philippine Animation
Studio, Inc.
Print Media
- Advertisements
- Comic books
Innovations in Product &
Industrial Design
- Kenneth Cobonpue, Monique
Lhuillier, Josie Natori, Lulu
Tan Gan, Ditas Sandico-Ong,
Rajo Laurel, Aze Ong
The Learner…
· demonstrates
elements and processes
by synthesizing and
applying prior knowledge
and skills
· demonstrates
new technologies allow
new expressions in arts
The Learner...
creates artworks using
available media and
natural resources on
local topics, issues
and concerns such as
environmental
advocacies eco-tourism,
economic
and livelihood projects
The Learner...
· identifies art elements in
the various media-based
arts in the Philippines
A10EL-IIIb-
1
artists as well as distinct
characteristics of
media-based arts and
design in the Philippines
A10EL-IIIa-
2

Art Gr. 10 - UNIT 3
Principles of Art
Rhythm
Balance
Emphasis
Harmony
Variety
Movement
Proportion
Unity
· realizes that the Filipino ingenuity
is distinct, exceptional and at par
with global standards
A10PL-IIIh-1
A10PL-IIIh-2
traditions/history of a community
A10PL-IIIh-3
Process:
· painting
· drawing
· constructing
· assembling
· printing
· carving
· creates artworks that can be
materials
A10PR-IIIc-1
A10PR-IIId-1
A10PR-IIIe-1
· describes the characteristics of
media-based arts and design in
the Philippines
A10PR-IIIc-2
A10PR-IIId-2
A10PR-IIIe-2
and stories
A10PR-IIIc-3
A10PR-IIId-3
A10PR-IIIe-3
criteria appropriate for the style
or form of media-based arts and
design
A10PR-IIIf-4
· mounts a media-based exhibit
using completed artworks
A10PR-IIIg-5

Art Gr.10 - UNIT 4
ORIGINAL PERFORMANCE
WITH THE USE OF MEDIA
A. Philippine Theater
Groups
PETA
Repertory Philippines
Trumpets
Tanghalang Pilipino
New Voice Company
Atlantis Productions
B. Local Performing Groups
C. Roles in a production
director
actor
choreographer
stage manager
light designer
set designer
Elements of Art as Applied
to an Original Performance:
Sound & Music
Gesture, Movement and
Dance
Costume, Mask, Make-up,
and Accessories
Spectacle
The Learner…
· demonstrates
theatrical elements
(sound, music,
gesture, movement
and costume) affect
the creation and
communication of
meaning in a theater
play / performance
incorporated with
media
· demonstrates
understanding of
theater and
performance as a
synthesis of arts
The Learner...
creates appropriate
costumes, props, set
accessories,
costumes improvised
lighting and other
décor for Philippine
plays
creates/improvises
appropriate sound,
music, gesture, and
movements for a
chosen theatrical
composition
participates in an
original performance
inspired by local
Philippine stories,
myths and events,
relevant to current
issues
The Learner...
· explains how an idea or
theme is communicated in
a selected performance
through the integration of
musical sounds, songs,
dialogue and dance
A10EL-IVb-4
· analyzes examples of
plays based on theatrical
forms, and elements of art
as applied to performance
A10EL-IVa-2
· illustrates how the different
elements are used to
communicate the meaning
A10EL-IVc-3
Principles of Art
Rhythm
Balance
Emphasis
Harmony
Variety
Movement
Proportion
· defines the uniqueness of
each original performance
A10PL-IVh-1

Unity

Art Gr.10 - UNIT 4
Process
costume, props of a
selected theatrical
play
Choreographing
movement patterns
and figures
· designs with a group the visual
components of a school play
A10PR-IVe-1
· assumes the role of a
character as an
actor/performance, or
production staff (director,
choreography, light designer,
stage manager)
A10PR-IVh-2
· analyzes the uniqueness of
the group that was given
recognition for its performance
and explain what component
contributed to their being
selected
A10PR-IVh-3
· contributes to the
conceptualization of an
original performance
A10PR-IVd-4
· choreographs the movements
and gestures needed in the
effective delivery of an original
performance with the use of
media
A10PR-IVf-5
A10PR-IVg-5
· improvises accompanying
sound and rhythm needed in
the effective delivery of an
original performance with the
use of media
A10PR-IVf-6
A10PR-IVg-6

Arts 7 10 cg

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